Special Topics Research Report

Teacher Training in Technology

by

Brian Christiansen

 

Educational Technology 596

Department of Educational Technology

San Diego State University

 

Dr. Donn Ritchie

Instructor

 

December 4, 1997

Introduction

A thorough plan for implementing technology into the classroom has many elements. Technology plans will typically include a vision statement which describes what the students will gain from the process. It should also describe hardware and software needs as well as strategies for networking. A good technology plan will include information about funding and may have a budget proposal. All of these elements are indeed essential for implementation of the plan to be successful. But perhaps the most important element of the plan is teacher training. Teachers at all educational levels must be properly trained in technology use if the whole plan is to benefit students.

A well designed training program will support educators in identifying ways in which technology can enhance classroom practice, improve student achievement, and contribute to teacher and student productivity (California Dept. of Education, 1994). A complete plan will include two interconnected components; learning the general capabilities of the technology, and integrating the technology across the curriculum. The purpose of this report is to explore both of these components and to discuss delivery methods appropriate for staff development. For the purposes of this report, all information will refer to training with computer technology.

Mechanics

The early stages of the training program should focus on gaining a sufficient understanding of the available computer technology. Teacher access to technology is a primary factor. According to Gary West, "Put the computers in their classrooms first; then train the teachers to use them"(West, 1994). This way, teachers will have the opportunity to practice what they learn.

Depending on the audience, beginning training programs may include information about system set-up. Topics could include connecting cables and turning the computer on and off. Learners should receive instruction on desktop navigation and should learn how to use the mouse. All training sessions must include hands-on computer time (Baylor,1997).

A topic which should not be overlooked is where to get help. Users should be introduced to handbooks, guide menus within the system, and on-line help for solving system problems. For Macintosh users, the Apple website may be helpful. Users who are able to solve minor problems on their own are more likely to embrace technology integration.

A group of novice learners will benefit from instruction on computer terminology. It should not be assumed that these learners understand such descriptors as RAM or CD ROM, for example. Training should include this information and should also provide a basic understanding of the Macintosh versus P.C. situation. Additionally, according to Baylor, computer ethics and copyright information could be appropriate in this section(Baylor,1997). New users will feel empowered when they can understand the latest computer jargon.

Once familiar with the machines, the next step is to become familiar with the software. Individual sites will have different software available to its teachers. According to West, " It is best to provide training in the software applications your teachers will use or in which they have an interest"(West,1994). Internet sites like Micrograde will be useful for users of that software.

At this point in the training, an introduction to electronic communications and an overview of the internet may be appropriate. As always, hands-on sessions for setting up electronic mail accounts and navigating the network will benefit all participants (California Dept. of Education, 1994). About the Internet is an information site that all beginners should visit. Once the learners are comfortable with the mechanics of technology, they will be able to consider possibilities for the introduction of technology into their curriculum.

Integration

The second phase of a teacher training model should provide time for exploration and planning. Teachers should be helped with developing strategies to incorporate technology effectively. Trainers need to remember that planning can become complicated by the use of technology. As cited in a report by Xiufeng Liu, Ph.D., " Teachers cannot just inject technology into their lessons, but have to plan how this technology will be used(Liu, 1996). According to Ritchie, teachers may benefit from the following sources...

Teachers helping Teachers or The Well Connected Educator

(Ritchie,1997)

Perhaps the most important component of the technology integration phase is communication. A training model should allow for teacher collaboration, in small group settings if possible, with one member acting as a mentor. Learners should come to these workshops with positive ideas regarding technology integration. Planned properly, these peer sessions can help expand each users knowledge base (Liu, 1996). A more comprehensive look at delivery strategies is available in the Who and How section below.

Who and How

There are a variety of strategies available for teacher training in technology. For instance, a school site may choose to employ a staff member to develop a training curriculum. As cited in a California state Education report, "A member of the staff typically has a personal knowledge of the needs and interests of his/her site and community (California Dept. of Education, 1994). However, the efforts of one dedicated individual may not be enough to train an entire staff to fully incorporate todays intricate computer technology. Many schools are finding it necessary to employ a separate site technologist on a part-time basis at the least (California Dept. of Education, 1994).

Consultants often deliver excellent instruction. However, the use of consultants can prove to be very expensive. Technology trainers and consultants are in great demand by the business community (networks are new to many businesses , too). As a result, well-respected, credible consultants can demand fees which are out of line with school budgets (California Dept. of Education, 1994).

Combining the resources of a district, county, and/or state provides an excellent strategy for maximizing resources and minimizing costs. Trainers who travel from site to site can be employed to train on-site trainers, thereby enabling the school to have resident "experts" and be kept abreast of latest developments and technologies. In addition, this strategy supports a model in which everyone receives a core of standardized instruction followed by customized training as needed (California Dept. of Education, 1994).

Delivery systems can also take many forms. Schools may choose to combine various forms to maximize learning. According to Hoffman and Ritchie, guidelines for choosing appropriate media are:

Printed Material

Video

Workshops

Multimedia

Regardless of which methods are used, all training programs should incorporate two principles. As mentioned earlier, training should always be provided after the system has been installed so that learners are able to practice what they have learned without delay. Also, training should always be followed with ongoing support (California Dept. of Education, 1994).

Conclusion

A successful technology training program will combine general system capabilities with techniques for integration into the curriculum. Neither of these components is more important than the other and both are required to create a worthwhile training curriculum. Technologically advanced staff members may not benefit from basic system set-up instruction. However, these members may be an excellent source for providing instruction.

Teachers should be encouraged to experiment with using classroom technologies. If not through curriculum integration, then at least through required staff procedure. By transferring all grades through a network or posting school bulletins over e-mail, for example, all staff members are able to familiarize themselves with technological protocol. The goal of any technology integration plan should be to firstly, help teachers become comfortable with using new technology and, secondly, to help them integrate it.

Bibliography

Baylor, Amy and Ritchie, Donn (1997, November). Technologies for Teaching Educational Technology 470, (on line) Available: http://edweb.sdsu.edu/Courses/EDTEC470/ET470Syllsp97.html San Diego State University, College of Education. San Diego, Ca.

California Department of Education (1994, September). Chapter 10. In K - 12 Network Technology Planning Guide, (on-line) Available: http://ousd.k12.ca.us/netday/links/refs/NTPG.html Sacramento, Ca.

Hoffman,Bob and Ritchie, Donn (1997). Chapter 10-Instructional Analysis, Educational Technology by Design, pp. 187 - 190

Liu, Xiufeng, Ph.D. (1997,September) Integration of Computers into the Secondary Curriculum, (on line) Available: http://imap.stfx.ca/~xliu/finalrp.html. St. Francis Xavier University, Department of Education. Nova Scotia, Canada B2G2W5

Ritchie, Donn (1997, September) Topics 7, 11 Technologies for Decision Makers, (on line) Available: http://edweb.sdsu.edu/courses/edtec596r/596Course.html San Diego State University, College of Education. San Diego, Ca.

West, Gary (1994, April). Planning for Tomorrow's Technology. The School Administrator. pp. 26-30,32 (From Computers in Education, 1996, seventh edition, pp.100-104).